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SOCIAL and EMOTIONAL LEARNING: The Connections between SEL and Workplace Skills THE FOUNDATION FOR STUDENT SUCCESS IN SCHOOL, WORK, AND LIFE Presented.

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Presentation on theme: "SOCIAL and EMOTIONAL LEARNING: The Connections between SEL and Workplace Skills THE FOUNDATION FOR STUDENT SUCCESS IN SCHOOL, WORK, AND LIFE Presented."— Presentation transcript:

1 SOCIAL and EMOTIONAL LEARNING: The Connections between SEL and Workplace Skills THE FOUNDATION FOR STUDENT SUCCESS IN SCHOOL, WORK, AND LIFE Presented by Linda Delimata ICMHP Toni R. Tollerud, SEL Coordinator, NIU

2 Imagine a school where students… Show up eager and ready to learn Feel a sense of connectedness to their school and teachers Feel safe from bullies Perform to their fullest potential Treat everyone with respect Contribute to the well-being of the community What students are learning is relevant to their future career aspirations

3 WHAT IS SEL? A PROCESS FOR ACQUIRING SKILLS TO: Recognize and manage emotions Demonstrate caring and concern for others Establish positive relationships Make responsible decisions Handle challenging situations effectively Collaborative for Academic, Social and Emotional Learning, 2005

4 What are the Core SEL Competencies? social & emotional learning Self- awareness Social awareness Relationship Skills Responsible decision- making Self- management Forming positive relationships, working in teams, and dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Recognizing one’s emotions and values as well as one’s strengths and limitations Source: Collaborative for Academic, Social, and Emotional Learning

5 How Do Students Acquire SEL Skills? Explicit interactive instruction Practice and feedback Observation of modeling by adults and peers Reflection on one’s experiences Application and generalization within the school

6 How Can The Learning Environment Support SEL? Schools and classrooms that are: Safe Caring Highly participatory Well managed Engaging High in behavioral and academic expectations

7 Why Should Schools Address SEL? Emotions affect why and how we learn Relationships provide a foundation for learning SEL skills can be taught SEL competencies are essential for academic achievement SEL competencies are essential for a successful career and workplace skills

8 Good Science Links SEL to the Following Student Gains: increase in social-emotional skills Improved attitudes about self, others, and school increase in positive classroom behavior 11 percentile-point gain on standardized achievement tests And Reduced Risks for Failure: reduction in conduct problems reduction in aggressive behavior reduction in Emotional distress Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K. (in press). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development. Benefits of Social and Emotional Learning

9 How SEL Contributes to Student Success Better Academic Performance Greater Success in School, Work, and Life Greater Attachment, Engagement and Commitment to School Less Risky Behavior, More Positive Development Effective Learning Environments: Safe Caring Well-Managed Engaging Supportive High Expectations SE skills Instruction: Self-awareness Social awareness Self-management Relationship skills Responsible decisions Evidence-based SEL Programming Inputs Proximal Outcomes Distal Outcomes Source: Collaborative for Academic, Social, and Emotional Learning

10 SEL Supports School Improvement Provide a safe and drug-free environment Close the achievement gap for all students Prevent at-risk students from dropping out Implement prevention programs that are research based and provide evidence of effectiveness

11 Tier 3/Tertiary Interventions 1-5% 1-5%Tier 3/Tertiary Interventions Tier 2/Secondary Interventions 5-15% 5-15%Tier 2/Secondary Interventions Tier 1/Universal Interventions80-90%80-90%Tier 1/Universal Interventions School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Social Emotional Systems OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at

12 Partnership for 21 st Century Skills 21 st Century Skills Critical thinking and problem-solving Ethical and social responsibility Communication Collaboration and teamwork Lifelong learning and self-direction Leadership Global awareness SEL Prepares Students for the Workforce

13 SCANS SKILLS Skills that are most valued by employers – Teamwork – Goal setting – Adaptability when facing setbacks or challenges – Communication skills – Personal management and self confidence – Negotiates disagreements and conflicts – Work with diverse people (SCANS, 1991)

14 The Art of Communication Most desired skills in the workplace are: – Communication skills – Interpersonal skills – Initiative (Dowd & Liedtka, 1994)

15 Research on Workplace Skill- building Goldman (1998) found that pro-social skills such as initiative, collaboration, and self- confidence mattered twice as much as IQ in top leaders in business. IQ has been noted to account for only 4%-25% of the factors that determine success at work. (Sternberg, 1996)

16 Employers See the Connection Current studies show that employers are working to promote emotional intelligence in their employees. (American Society for Training and Development 1997) In the 21 st century, employers suggest students participate in work-linked training to provide formal and informal learning about the work of work. (Pathways to Prosperity Project, Harvard, 2011)

17 Illinois Children’s Mental Health Act, 2003 Key provisions of the ICMHA (Public Act ) 1. Development of a comprehensive mental health plan for prevention, early intervention, and treatment services through age Public schools addressing the mental health needs of all students

18 Illinois SEL Standards Professional Development Project Formation of SEL Cadre to provide training and coaching statewide – 75 schools state-wide received training, coaching, and resources to implement SEL 2010/2011 – Training materials and training and coaching offered to interested schools

19 Illinois Requires Schools to Implement SEL All districts must have a policy to incorporate SEL in schools All schools must address the social and emotional needs of ALL children ISBE required to develop and implement social and emotional learning standards

20 Connection Between Mental Health and SEL SEL provides skill development for social and emotional competencies Displaying the skills necessary to handle situations enhances one’s ability to be resilient SEL promotes positive mental health

21 Illinois Social and Emotional Learning Goals Self- Awareness Social Awareness Responsible Decision-making Self-Management Relationship Skills Goal 31: Develop self- awareness and self- management skills to achieve school and life success. Goal 32: Use social awareness and interpersonal skills to establish and maintain positive relationships. Goal 33: Demonstrate decision-making skills and responsible behaviors in personal, school and community contexts. Graphic: University of Illinois Extension

22 Illinois State Board of Education SEL Goals 31) Develop self-awareness and self-management skills to achieve school and life success 32) Use social awareness and interpersonal skills to establish and maintain positive relationships 33)Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts Source:

23 SEL Standards and Work-skills The soft-skills needed to be effective in the workplace are found in all goals and standards As we look at each of the 3 SEL standards, discuss with a neighbor what you believe are the most important skills related to that goal and its standards

24 SEL Standards for Goal 31 Goal: Develop self-awareness and self-management skills to achieve school and life success Standards: A.Identify and manage one’s emotions and behaviors B.Recognize personal qualities and external supports C.Demonstrate skills related to achieving personal goals

25 SEL Standards for Goal 32 Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships Standards: A.Recognize the feelings and perspectives of others B.Recognize individual and group similarities and differences C.Use communication and social skills to interact effectively with others D.Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways

26 SEL Standards for Goal 33 Goal: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts Standards: A.Consider ethical, safety and societal factors in making decisions B.Apply decision-making skills to deal responsibly with daily academic and social situations C.Contribute to the well-being of one’s school and community

27 Recommended Next Steps for School Staff Learn more about SEL and how to integrate it in your classroom Find out about your school/district SEL policy Express your support of SEL by discussing it with your administrator, other staff, and parents Share SEL information with colleagues Model positive social and emotional behaviors in school Seek out professional development around SEL standards and practices

28 Recommended Next Steps to Emphasizing Workplace Skills Counselors and Teachers need to consider the following: – Link activities that promote career development to the SEL Standards, especially in the middle school and high school – Indentify specific curriculum that can be used to promote the SEL plan in your school that includes work-place skill- building (advisories, infused into the school curriculum) – Build relationships with employers to make curriculum more relevant to real world

29 Three Recommended Steps to Emphasizing Workplace Skills-the Harvard Study #1 Increase knowledge and awareness for counselors on career development and the link to SEL skills. Learn more about career pathways and work with community colleges and universities. Increase the amount of time and resources (BE INTENTIONAL) for career development including workplace skills for every student in school, especially those from low-income families. Educate about CTE programs. Provide every student with a plan of study that indicates his/her pathway toward a future career (at end of 8 th grade).

30 Recommendation #2 from the Harvard Study….. Create high quality and consistent CTE programs in high school and post-secondary settings. Provide a seamless pathway for students to post- secondary learning. Increase hands-on opportunities for youth from middle school thru high school to learn about the world of work and the social-emotional skills needed to be successful at work through job-shadowing, internship, apprenticeships.

31 Recommendation #3…. Address the cultural barriers in our schools with intentionality. Promote CTE programs with all students without demeaning or disparaging attitudes. CTE can be highly effective in promoting student engagement and in education students who for whatever reason are not motivated by a purely academic program. Work with community colleges and universities to create a seamless pathway toward a student’s career.

32 The Challenge In your current role, what can you do differently to strengthen the connection between SEL and Workplace Skills in your setting?

33 Presentation Prepared By: The Illinois Children’s Mental Health Partnership (ICMHP) The Illinois State Board of Education (ISBE) The Collaborative for Academic, Social, and Emotional Learning (CASEL) University of Illinois Extension

34 Ponder this... “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings...warmth is the vital element for the growing plant and for the soul of the child.” Carl Jung


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